PROJECT OVERVIEW - Wikispaces · PDF fileWeb 2.0 used in PBL: ... students will interview...

© 2008 Buck Institute for Education 1

P R O J E C T O V E R V I E W

Name of Project: United States Regions – 4A Travel Agency Duration: during quarters 2, 3 rotating every two weeks with science (8 weeks)

Subject/Course: Social Studies – U.S. Regions Teacher(s):Larissa Erickson Grade Level: 4th grade

Other subject areas to be included, if any: Web 2.0 used in PBL:

Language Arts – researching and writing questions

Technology –Onetruemedia, Glogster, Windows Movie Maker (flip camera editing), Websites

Project Idea Summary of the issue, challenge, investigation, scenario, or problem:

Our classroom will become a travel agency. Our travel agency will have 5 clients from the school and community. Clients will be the principal, the vice principal, the mayor, the GT coordinator, and a school board member. These clients will want to go on a summer vacation with their family. Their schedules are super busy so they are asking for the help of the students of 4A to plan their trips. Students will be split up into 5 groups. Each group will get a client. The students will interview their clients asking them questions related to what they like about vacations and relating to climate, geography, history, economy, natural resources, tourist attractions. These questions will then lead their research. Students will look at all regions and using their question they have answered from their clients they will find what region their client should visit and then they will plan out their vacation. Each week students will either email or call their clients giving them updates on their project and asking more questions to narrow down choices. Each group will get a chance to practice with another group before presenting to their clients. Students will then create a presentation for their client with the region that they think would be a great place for them to visit.

Driving/Essential Questions

Which region is the best place to take your family on a vacation? Students w/the class will brainstorm questions that they will ask their clients. Some examples would be…

What weather do you prefer?

What are they interesting in seeing?

How much money they would like to spend?

Etc.

Content and technology Standards to be addressed:

Write number and standard

Technology Standards A.4.2 Identify and use common media formats A.4.3 Use a computer and productivity software to organize and create information

A.4.4 Use a computer and communications software to access and transmit information

A.4.5 Use media and technology to create and present information

A.4.6 Evaluate the use of media and technology in a production or presentation

B.4.4 Evaluate and select information from a variety of print, nonprint, and electronic formats

B.4.5 Record and organize information


B.4.6 Interpret and use information to solve the problem or answer the question

B.4.7 Communicate the results of research and inquiry in an appropriate format

C.4.4 Demonstrate self-motivation and increasing responsibility for their learning

D.4.1 Participate productively in workgroups or other collaborative learning environments

Social Studies Standards A.4.4 Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities,

methods of construction, and design of shelters

A.4.5 Use atlases, databases, grid systems, charts, graphs, and maps to gather information about the local community, Wisconsin, the United States,

and the world

A.4.6 Identify and distinguish between predictable environmental changes, such as weather patterns and seasons, and unpredictable changes, such as

floods and droughts, and describe the social and economic effects of these changes

B.4.1 Identify and examine various sources of information that are used for constructing an understanding of the past, such as artifacts, documents,

letters, diaries, maps, textbooks, photos, paintings, architecture, oral presentations, graphs, and charts

B.4.2 Use a timeline to select, organize, and sequence information describing eras in history

B.4.3 Examine biographies, stories, narratives, and folk tales to understand the lives of ordinary and extraordinary people, place them in time and

context, and explain their relationship to important historical events

B.4.7 Identify and describe important events and famous people in Wisconsin and United States history

B.4.10 Explain the history, culture, tribal sovereignty, and current status of the American Indian tribes and bands in Wisconsin and United States

D.4.3 Identify local goods and services that are part of the global economy and explain their use in Wisconsin

D.4.4 Give examples to explain how businesses and industry depend upon workers with specialized skills to make production more efficient

T+A E T+A E

21st Century Skills to be explicitly taught and assessed (T+A) or that will be encouraged (E) by project work, but not taught or assessed:

Collaboration – Before projects even start we will talk about

what working if a group sounds like, looks like, and feels like (Responsive Classroom) we will talk about what good collaboration looks like and what bad collaboration looks like. We will go over the rubrics that will be used with their groups and how they will grade each other. Students will be working with their client throughout the project. They will need to contact their client at least once a week to make sure they are staying on the right track with their information. Their clients, by answer the students questions, will help the students stay on track and continue to do their research. Students will grade each other using a rubric on how well they worked as a team and how well each individual team member worked. I will also be taking daily notes using observations on how the groups are working and staying on task.

Critical Thinking Students will have to ask their clients questions and use their answers to help them decide which region they should visit with their family.

X

Presentation – After students collect their research and

decide on which region their client will visit we will go over the different ways they can present their information to their clients. They will learn how to make movies, websites, podcasts, and digital posters. Students will have a practice presentation with another group in the class on why they picked that region for their client. This

Other


group will use a rubric and give feedback to the group on how well they used their technology to present their information. The group will take the feedback and improve their presentations. Students will then present to the their clients and tell them which region they believe they should travel to and why. Clients will also use a rubric on how well the students took the clients information and applied it to the trip they planned for them. They will also assess how well the students presented the information to them.

Technology – Students will learn how to make movies using

either Windows Movie Maker, Animoto or OneTrueMedia. They will learn how to create websites (wiki or blog) to hold their presentation for their client. Lastly they will learn how to create digital posters to display their information. Students will also use Skype to gather more information from classes around the nation. Each group will have to pick at least 3 technology tools to display their information. Each group will be assessed with a rubric on how well their technology displayed their information for their client.

Presentation Audience:

Culminating Products and Performances

Group: Working with teammates and holding up your end of the project

Email or meet with clients weekly during project

Write a script for movies on their video option

Select graphics which support movie script

Complete a storyboard for Movie project

Use one or more of the video options

Create presentation for client

Watch other groups presentations and give feedback before final meeting with client

Take feedback from other groups and update presentation

Complete assessments, rubrics and surveys

Class:

Practice

presentation

X

School:

Community:

Mayor and

school board

member

X

Individual:

Research using given websites and books (climate, geography, history, economy, natural resources, tourist attractions)

Read and understand US maps

Locate 50 states on US map

Match state to US region

Maintain a Project Folder/notebook

Solve problems with group members to complete their collaborative projects

Experts:

Web:

Other: Principals and GT coordinator Another 4th grade class


P R O J E C T O V E R V I E W

Entry event to launch inquiry, engage students:

Normally when social studies starts, the song “America” by Neil Diamond is playing and they know to get out their social students things and sit down in their seats. On the first day of the project, students will walk into the classroom to the song “This Land is Your Land” and on their desk will be a lanyard with their Travel Agency Badge. Children with the same color badge will be in the same group. Once students get into their groups, a video will be played introducing the project. The video will let the students know what the project is about and it will include pictures of the clients.

Assessments: If a checkmark is made in one of the following boxes, an assessment piece MUST be provided.

Formative

Assessments (During Project)

Quizzes/Tests Practice Presentations X

Journal/Learning Log X Notes

Preliminary Plans/Outlines/Prototypes Checklists

Rough Drafts Concept Maps

Online Tests/Exams Other:

Summative

Assessments (End of Project)

Written Product(s), with rubric:

__________________________________________________

Other Product(s) or Performance(s), with rubric:

__________________________________________________

Oral Presentation, with rubric - client X Peer Evaluation X

Multiple Choice/Short Answer Test Self-Evaluation

Essay Test Other: Video X .

Resources Needed

On-site people, facilities: Clients = GT coordinator, mayor, school board member, principal, and vice principal

I will also ask the GT coordinator for their assistance during the project, especially because I’ll

have some GT students in my room next year.

The facility that will need to be used is the library for book recourses.

Equipment: The 4th

grade laptop cart w/internet

Materials: Student’s project folder and notebook – project is kept in here

Books on states and regions for student’s research

Community resources: Not needed


Reflection Methods

(Individual,

Group, and/or Whole Class)

Journal/Learning Log: students will keep track of questions asked and the answers they were given each time they talk with their client. They will also keep their research for each region in their journal to then pick the right region for their client.

X Focus Group

Whole-Class Discussion Fishbowl Discussion: students will meet with the teacher once a week to make sure they are on the right track. As they meet with the teacher the rest of the groups will listen in and see if they are also on the right track. Each group will have an assigned day, one group a day (M,T,W,TW,F)

X

Survey Other: Practice presentation: after they present for another group, they will re-meet with their group and discuss the feedback they received. They will then need to fix and change according to what they heard from their fellow peers.

X


P R O J E C T TE A C H I N G A N D L E A R N I NG G U I D E

Project: US regions – 4A travel agency Course/Semester: 4th grade social studies – US regions

Knowledge and Skills Needed by Students (Learning Targets) to successfully complete culminating products and

performances, and do well on summative assessments

Scaffolding / Materials / Lessons to be Provided by the project teacher, other teachers, experts,

mentors, community members

I can collaborate with a small group to gather information and create a presentation to show our client. To do this I must learn and understand how to work together in a group to create a successful presentation. I will show I can do this by working effectively with others to create a successful presentation that my client is happy with.

The students will work together in small groups to come up with questions, gather information and create presentations showing their client where they should go on vacation, how they will travel, what they will see, and what they will do. Teacher and clients will provide guidance throughout the project. Peer evaluations will be used weekly throughout the process to monitor progress on collaboration.

I can describe the best region for my client to visit. To do this I must learn and understand

which region has the climate that their client prefers

which region has the geography that their client prefers

which region has the history that their client would like to learn about

which region has the natural resources that their client prefers

which region has the tourist attractions that their client prefers

I will show I can do this by actively participating in asking questions and conducting research and recording results in my learning log and using my learning in my presentation.

Students will complete investigations on dissecting and germinating seeds, growing plants using a variety of environmental differences such as lighting, heat, amount of water, etc. Students will use learning logs to create a record of information and questions they have as they are working on their presentations. Learning logs will be used during fishbowl discussion with the teacher each week. Clients will provide support each week when the students email/call them with their questions.


I can gather information on the US regions. To do this I must learn and understand how to gather information from a variety of sources such as: books, technology and experts. I will also need to learn how to evaluate the quality of the information that I’ve gathered. I will use a variety of valid information in my learning log and presentation.

Use social studies textbooks, trade books, videos, interactive websites and experts to gather knowledge about the US regions. SITES: textbook’s website with: http://www.nashua.edu/novakc/Regions/region.htm http://www.sheppardsoftware.com/web_games.htm http://www.sheppardsoftware.com/states_experiment_drag-drop_Intermed_State15s_500.html http://www.netstate.com/state_geography.htm

I can use new technology tools. To do this I will need to learn and understand the steps needed to use Onetruemedia, Glogster, Windows Movie Maker (flip camera), Podcast, and Websites. I will use Glogster, Windows Movie Maker, Podcast, Websites and Onetruemedia to successfully gather and organize the information for my group presentation.

Learn how to use Onetruemedia, Glogster, Windows Movie Maker (flip camera), Podcast, and Websites by following instructions from teacher. We will use the laptop cart and computer lab in order to complete these tasks. Students will present their projects to another group for practice and feedback before presenting to their clients. The presentations will be evaluated by their clients using a rubric.

http://www.nashua.edu/novakc/Regions/region.htm

http://www.sheppardsoftware.com/web_games.htm

http://www.sheppardsoftware.com/states_experiment_drag-drop_Intermed_State15s_500.html

http://www.sheppardsoftware.com/states_experiment_drag-drop_Intermed_State15s_500.html

http://www.netstate.com/state_geography.htm


P R O J E C T C A L E N D A R

Project: Start Date:

M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y

P R O J E C T W E E K O N E

Time: 60min

Objective: Students will

be able to conduct

research on the US

regions.

Procedure:

Refer to lesson: Week

One - Day one

Assessment: teacher will

be checking to see if

everyone has copied down

their interview questions

for their client in their

notebooks.

Time: 60min


be able to conduct

research on the US

regions.

Procedure:


One - Day two

Assessment: informal,

teacher will be walking

around during the

interview and making

sure the students are

writing down the answers

their clients are giving

them.

Time: 60min


be able to conduct

research on the US

regions.

Procedure:


One - Day three

Assessment: “exit slip” –

student’s notebooks. The

teacher will check the

student’s notebooks to

make sure that it is set up

correctly.

Time: 60min


be able to conduct

research on the US

regions.

Procedure: Students will

use the class time to

research each region

using the resources

shown the previous day.

Assessment: Teacher

will introduce the weekly

peer review assessment.

Students will fill it out and

hand it in as they leave

for lunch.

Time: 60min


be able to conduct

research on the US

regions.




using the resources


Assessment: Teacher

will introduce the

student’s weekly learning

log. Student’s will fill this

out with their group and

meet with the teacher to

make sure it is done

correctly.


P R O J E C T W E E K T W O A N D T H R E E – r e g i o n r e s e a r c h

Time: 60min


be able to conduct

research on the US

regions.




using the resources


(40min)

Teacher will have their

first fishbowl discussion

with group 1. Teacher will

go over their research

they have recorded and

their weekly reading log.

(20min)

*Student needs to contact

client at least once during

the week.

Assessment:

Students will be filling out

their weekly learning log.

Teacher will be taking

informal assessments by

walking around and

watching how students

are working in groups.

Time: 60min


be able to conduct

research on the US

regions.




using the resources


(40min)







(20min)



the week.

Assessment: Students

will be filling out their

weekly learning log.



walking around and



Time: 60min


be able to conduct

research on the US

regions.




using the resources


(40min)







(20min)



the week.






walking around and



Time: 60min


be able to conduct

research on the US

regions.




using the resources


(40min)







(20min)



the week.






walking around and



Time: 60min


be able to conduct

research on the US

regions.




using the resources


(40min)







(20min)



the week.



weekly learning log and

weekly peer review.



walking around and




P R O J E C T W E E K F O U R A N D F I V E – t r i p p l a n n i n g

Time: 60min


be able to use their

knowledge on the US

regions to plan a trip for

their client.


use the class time to put

together a vacation for

their client using their

knowledge of the regions.

(40min)







(20min)



the week.






walking around and



Time: 60min



knowledge on the US


their client.






(40min)







(20min)



the week.






walking around and


work with their group.

Time: 60min



knowledge on the US


their client.






(40min)







(20min)



the week.






walking around and



Time: 60min



knowledge on the US


their client.






(40min)







(20min)



the week.






walking around and



Time: 60min



knowledge on the US


their client.






(40min)







(20min)



the week.




weekly peer review.



walking around and




P R O J E C T W E E K S I X – t e c h n o l o g y

Time: 60min


create a website to hold

their information,

presentations, and

resources.

Procedure:

Refer to Week 6 – day 1



the week.

Assessment: teacher

observation

Time: 60min


create a website to hold

their information,

presentations, and

resources.


use class time to create a

website. (60min)



the week.






walking around and



Time: 60min


be able to create a movie

to present their

information.

Procedure:

Refer to Week 6 – Day 3



the week.






walking around and



Time: 60min


be able to create a movie

to present their

information.


use class time to work on

their website and movie.

(60min)



the week.






walking around and



Time: 60min


be able to create a digital

poster to present their

information.

Procedure:

Refer to Week 6 – Day 5



the week.




weekly peer review.



walking around and




P R O J E C T W E E K S E V E N – b u i l d i n g p r e s e n t a t i o n s

Time: 60min


be able to create a

website, movie, and

digital poster to present

their information.



their website, glogster,

and movie. (60min)



the week.






walking around and



Time: 60min


be able to create a

website, movie, and


their information.



their website and movie.

(60min)



the week.






walking around and



Time: 60min


be able to create a

website, movie, and


their information.




and movie. (60min)



the week.






walking around and



Time: 60min


be able to create a

website, movie, and


their information.




and movie. (60min)



the week.






walking around and



Time: 60min


be able to create a

website, movie, and


their information.




and movie. (60min)



the week.




weekly peer review.



walking around and




P R O J E C T W E E K E I G H T – p r a c t i c e a n d f i n a l p r e s e n t a t i o n s

Time: 60min


be able to present their

information.


practice their presentation

with another group. The

group will use a rubric

that will give the

presenting group

feedback to help perfect

their presentation.

Assessment: Groups will

use practice presentation

rubric to grade another

groups presentation.

Time: 60min



information.



perfect their presentation

to be ready for their final

presentation to their

clients.

Assessment:



walking around and



Time: 60min



information.



perfect their presentation

to be ready for their final


clients.

Assessment:



walking around and



Time: 60min



information.


present to other classes

for one more practice

before the final


client.

Assessment:



walking around and



Teacher will fill out the

video rubric.

Time: 60min



information.


present to their clients.

Assessment:

Client will fill out

presentation rubric.


Title of Lesson: United States Regions – 4A Travel Agency Date: Week One - Day 1

Lesson Duration: 60 minutes

Subject Area: Social Studies Grade Level: 4th

grade

Stated

Objective(s)

The students will be able to explain what their project is about.

The students will be able to come up with appropriate questions to ask their clients.

Procedures for

Lesson

5 min: Students will walk in from recess to the song “This Land is Your Land”. This will be a change from

the normal song of “America” by Neil Diamond. Students will grab their social studies items out of their

cubbies and return to the seats where they will find on their desk will be a lanyard with their Travel Agency

Badge. Children with the same color badge will be in the same group.

10 min: Once students get into their groups, a video will be played introducing the project. This video will

include the description of their project, planning a vacation for a client and their family. They will have to

interview their clients to find out what region would be best for their client and then plan out what they

should see and do. Once the students are introduced to the project the pictures of their potential clients will

show at the end of the video. Their clients will include the principal, vice principal, GT coordinator, the

mayor and a school board member.

20 min: Once the video is over the class will get together and brainstorm questions they should ask their

clients. For example, “What weather do you prefer?” “What are you interested in?” Students will keep track

of these questions in their project notebooks. These questions and answers will help them conduct their

research.

20 min: Teacher will go over how to interview a client. We will model how to ask a question properly and

how not to ask a question.

5 min: Students will pick their client out a cup of sticks so that it’s a random choice.

Assessment or

Evaluation

Assessment will be informal, and will be the teacher checking to see if everyone has copied down their

interview questions for their client in their notebooks.





grade

Stated

Objective(s)

Students will be able to interview their clients and receive information to lead their research.

Procedures for

Lesson

5 min: Students will walk in from recess to the song “This Land is Your Land”. This will be our song for

this whole unit.

10 min: Students will get together with their group and practice reading their interview questions to be

ready for their clients.

40 min: Clients will walk in. Each group will get with their client. Students will introduce themselves to

their client. The students will take turns asking their clients the questions they have written down in their

project notebooks. Each group will have a tape recorder and will tape their client’s answers and they will

also write down their answers. The tape will be there for the groups to listen and refer to. Students will get

their clients contact information. They will tell their clients that they will contact them weekly to make sure

they are on the right track. So the groups will need to ask their clients if they would prefer email or phone

calls. They will then get their phone numbers or emails.

5 min: Students will thank their clients for coming.

Assessment or

Evaluation

Assessment will be informal, and will be the teacher walking around during the interview and making sure

the students are writing down the answers their clients are giving them.





grade

Stated

Objective(s)

Students will be able to set up their notebook to be able to keep track of their research.

Students will be able to keep track of their resources that they use.

Procedures for

Lesson

5 min: Students will walk in from recess to the song “This Land is Your Land”. This will be our song for

this whole unit.

10 min: Students will share some of the answers they received from their clients with the class

20 min: Teacher will remind students that they be using their answers to conduct their research. Students

will set up their project notebooks into regions. In each region they will separate their notebooks into 6

sections (Northeast, Southeast, Midwest, Southwest, West, and their Clients Vacation). In each section, the

students will include climate, geography, history, economy, natural resources, and tourist attractions. Each

group will gather research about each region and record in their project notebooks. Once they have

researched each region they will then be able to pick which region is a best fit for their client.

20min: Teacher will introduce students to their resources: textbook, Region books from the library, and

websites. Students will need to keep track of what resources they use with using a bibliography sheet.

5 min: “Exit slip”

Assessment or

Evaluation

Assessment will be an “exit slip” – student’s notebooks. The teacher will check the student’s notebooks to

make sure that it is set up correctly.


Title of Lesson: United States Regions – 4A Travel Agency Date: Week 6 - Day 1



grade

Stated

Objective(s)

Students will learn how to use www.weebly.com to create a website to hold their project presentation and

information.

Procedures for

Lesson

5min: Teacher will start by showing the weebly “how to” video starting at 45 seconds. This will be another

way for students to see how easy it is to create a website.

20 min: Teacher will hand out the Creating a Website handout from Weebly. Teacher will go through each

step on the SmartBoard as the groups follow along. Students will first create an account and a webpage

name. Then they will pick a theme that will fit their project. Then the students will learn how to add pages.

Students must include an introduction page, presentation page, and a resources page. Teacher will then show

how to add photos, presentations, videos.

35min: Groups will get time to work on their webpage.

Assessment or

Evaluation

Teacher will walk around and do informal assessments as observations as students work as groups on their

webpages.

http://www.weebly.com/


Title of Lesson: United States Regions – 4A Travel Agency Date: Week 6 – Day 3



grade

Stated

Objective(s)

Students will be able to create a video to present their information.

Procedures for

Lesson

5min: Teacher will introduce www.onetruemedia.com to the students showing example videos.

20min: Teacher will show the students some royalty free websites for students to be able to use for their

videos. Teacher will show students how to save photos to their project folder on the computer. Students will

get time to save photos to their computers.

10min: Teacher will show student how to upload their photos and how to add a style, transitions, effects,

and music to their videos. Students will use onetruemedia.com guide to help them build their video.

25min: Student will get work time to work on their video.

Assessment or

Evaluation

Teacher will use informal observations as students work in their groups to build their video. Teacher will

also go over the video rubric with that will be used at the end of the project.

Title of Lesson: United States Regions – 4A Travel Agency Date: Week 6 – Day 5



grade

Stated Objective(s) Students will be able to create a digital poster to advertise their project.

Procedures for

Lesson

5min: Teacher will introduce www.glogster.com to the students showing example digital posters.

20min: Teacher will show the students how to use glogster. Students will see how to add pictures and

text to their digital poster..

30min: Student will get work time to work on their digital poster.

Assessment or

Evaluation

Teacher will use informal observations as students work in their groups to build their digital poster.

http://www.onetruemedia.com/

http://www.glogster.com/

PROJECT OVERVIEW - Wikispaces · PDF fileWeb 2.0 used in PBL: ... students will interview...

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